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CHAPTER II REVIEW OF RELATED LITERATURE
A scientific framework needs some theories that support the fundamental thought. In accordance with the topic that will be discussed in the thesis, this chapter
will discuss theoretical description underlying the research, rationale, and action hypothesis.
A. Theoretical Description
1. Communicative Language Teaching
Communicative language teaching starts from the theory of language as communication. The goal of language teaching is for communication and
interaction. Brown 1994: 70 defines language as a system for the expression of meaning. He also states that in learning a language the activity involves real
communication, carrying out meaningful tasks, and using language which is meaningful to the learner. Whatever the activity is done must be useful to the
learner life. Larsen 2000: 129 states that the most obvious characteristic of CLT is that almost everything is done with communication intent. Students use the
language a great deal through communicative activities. Richard 2001: 36 defines communicative language teaching CLT as a broad approach in teaching that
focuses on communication as the organization principle for teaching rather than on mastery of the grammatical system of the language. He also states that the capacity
to use language appropriately in communication based on the setting, the role of the
23 participant, and the nature of the transaction is referred to as communicative
competence Richard, 2001: 36. From the statement above it can be said that learning language means learning
to communicate. In teaching students to communicate, certain technique should be applied. The technique should be appropriate with the function of language as a
means of communication. Related to the technique, it seems that communicative language learning is suitable enough to be used, Moskowitz states:
Communicative language learning represents the use of Counseling-Learning theory to teach languages. CLT techniques also belong so a larger set of
foreign language teaching practices sometimes described as humanistic techniques. Moskowitz defines humanistic techniques as those that blend what
the student feels, thinks, and knows with what he is learning in target language. Rather than self-denial being the acceptable way of life, self
actualization and self-esteem are the ideals the exercises pursue. The techniques help build rapport, cohesiveness, and caring that far transcend what
is already there … help students to be themselves, to accept themselves, and be proud of themselves … help foster a climate of caring and sharing in the
foreign language class 1978: 2.
Competence-based Language Teaching is based on a functional interaction perspective on the nature of language. Competence-based Language Teaching has
for this reason most often been used as a framework for language teaching in situations where learners have specific needs and are in particular roles and where
the language skills they need can be fairly and accurately predicted or determined Richard, 2001: 143.
Another frequently cited dimension of CLT, its learner-centered and experience-based view of second language teaching, also has antecedent outside the
language teaching tradition Richard, 2001: 158. Learners have the opportunity as the center of the teaching learning process. The objective of the learner will reflect
24 the needs of the learners, and they will include functional skill as well as linguistic
objective. In the teaching learning process, teacher engages learners in communication; involves processes such as information sharing, negotiation of
meaning and interaction Brown, 1994: 71. Richard states that the version of communication language teaching is a state from a communication model of
language and language use and that seeks to translate this into a design for an instructional system, for materials, for teacher and learner roles and behavior, and
for classroom activities and techniques 2001: 158. It means that in communication language teaching, learner is as the center of the activity and they can choose their
own materials. The important think of CLT is that student can use the language as communication.
Brown says: Given that communicative competence is the goal of a language classroom,
then instruction needs to point toward all of its components: organizational, pragmatic, strategic, and psychomotor. Communicative goals are best
achieved by giving due attention to language use and not just usage, to fluency and not just accuracy, to authentic language and contexts, and to
students’ eventual need to apply classroom learning to heretofore unrehearsed contexts in the real world.
Further Brown states that the characteristics of CLT are: 1.
An emphasis on learning to communicate through interaction in the target language.
2. The introduction of authentic texts into the learning situation.
3. The provision of opportunities for the learners to focus, not only on
language but also on the learning process itself. 4.
An enhancement of the learner’s own personal experience as important contributing elements to classroom learning.
5. An attempt to link classroom language learning with language activation
outside the classroom 1998: 78.
25 One of the characteristics of CLT gives the opportunity for the learners to
focus, not only on language but also on the learning process itself. It means that the learners have the right to the process of learning a language.
Larsen 2000: 130 states that one of the basic assumptions of CLT is that by learning to communicate students are more motivated to study a foreign language
since they will feel they are learning to do something useful with the language. A teacher gives students an opportunity to express their individual interest by having
them share their ideas and opinions on a regular basis. Students are enhanced by many opportunities to develop their ability by cooperative interaction to
communicate with their fellow students and the teacher. Thus, students or learners need language to communicate their knowledge beside they need knowledge from
the language they study
2. Task-Based Language Teaching
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